Problem-based learning (PBL) is an educational approach that challenges students to "learn to learn". Students work cooperatively in groups to seek solutions to real-world problems and more importantly, to develop skills to become self-directed learners. Here, the goal of problem-based learning is viewed as learning for capability rather than learning for the sake of acquiring knowledge. PBL is unique in its integral emphasis on core content along with problem solving (Gallagher, 1997). Within the context of reading in the PBL classroom, learning thus becomes much more than the process of mere knowledge seeking. Students develop critical thinking abilities by constantly relating what they read to what they want to do with the information. They question the writer's assumptions and analyze information presented, all within the context of finding answers to "What can I do with this information?" and "What does understanding this mean to me?" This digest discusses some of the challenges in learning that students face, and identifies web resources that teachers can use to support student learning.
Limited experience in group work management. Group work is integral to PBL and students need to learn how to make optimal use of their time and resources while working in groups. Functioning effectively in groups involves knowing how to organize the work, distribute responsibility, break up complex tasks, and provide useful feedback on work that is done. Teachers can contribute by helping students better understand the merits of group work.
Lack of familiarity with inquiry learning. When faced with problem tasks, students often find it difficult to identify the critical issues and to generate coherent research designs. They are often unclear about how they can relate what they are currently reading to what they already know. They are also unfamiliar with different stages of the inquiry process, such as generating hypotheses, providing logical arguments, and transforming data into a product. When students have an appropriate learning context and the need to seek the necessary information, they also see how things finally "come together". This is an aspect of critical reading that can be promoted within the framework of problem-based learning.
Inadequate feedback on learning and assessment. Giving feedback to students is integral to improving student learning. Barron et al. (1998) suggest that teachers can better guide and monitor projects by incorporating formative self-reflections by students, by creating a classroom culture that supports frequent feedback and assessment, and by finding ways for students to compare their work with others. Teachers can make students take their work seriously by incorporating opportunities that involve external audiences in assessing students' performance.
* Essential Elements of Cooperative Learning in the Classroom http://www.ed.gov/databases/ERIC_Digests/ed370881.html
* Cooperative and Collaborative Learning: Implementation http://www.thirteen.org/wnetschool/concept2class/month5/implementati on.html
* Collaborative Learning: Why Groups Fail http://www.wcer.wisc.edu/nise/cl1/CL/moreinfo/MI3J.htm
* Critical Thinking in Reading http://www.yorku.ca/cdc/lsp/read/read4.htm
* A Questioning Toolkit http://fromnowon.org/nov97/toolkit.html
* Higher-Order Thinking Strategies for the Classroom http://members.aol.com/MattT10574/HigherOrderLiteracy.htm
* Promoting Thinking in Classroom Learning: A Self-Assessment Scale for Teachers (refer to page 20) http://www.breakthroughs.co.nz/bt/Obrien.pdf
* Developing Metacognition http://www.ed.gov/databases/ERIC_Digests/ed327218.html
* Metacognition http://chiron.valdosta.edu/whuitt/col/cogsys/metacogn.html
* Energizing Teacher Education and Professional Development with Problem-Based Learning http://www.ascd.org/readingroom/books/levin01book.html
* Assessing Student Work with Project-Based Learning http://pblmm.k12.ca.us/PBLGuide/AssessPBL.html
* Project Based Learning: Involving Students in Checklist Creation (Also, check out the link to the Ontario Teachers' Staff Room for a rubric creation resource) http://www.4teachers.org/projectbased/students.shtml
As students develop more self-directed learning strategies, teachers can provide less scaffolding support. Below are some resources that can help teachers gain a better understanding of PBL and provide ways of supporting student learning at different levels.
* PBL Projects by the ERIC Clearinghouse on Educational Management, complete with Instructor and Student Editions http://eric.uoregon.edu/publications/pub_pbl.html
* How to Use Problem-Based Learning in the Classroom http://www.ascd.org/readingroom/books/delisle97book.html
* Problem Based Learning in Language Instruction: A Constructivist Method http://www.indiana.edu/~eric_rec/ieo/digests/d132.html
* Adelaide University: LEAP into Problem-Based Learning http://www.acue.adelaide.edu.au/leap/leapinto/pbl/
Boud, D. & Feletti, G. (Eds.) (1997) The challenge of Problem-Based Learning. 2nd Edition. [ED 415 220]
Collins A., Brown J. S., and Newman S. (1987). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Technical Report No. 403. [ED 284 181]
Gallagher, S. A. (1997). Problem-Based Learning: Where did it come from, what does it do, and where is it going? Journal for the Education of the Gifted, 20, 4, pp. 332-62. [EJ 553 973]
Greening, T. (1998). Scaffolding for success in PBL. Med Educ Online [serial online] 3,4. Available http://www.Med-Ed-Online.org.
Hmelo, C. E. & Ferrari, M. (1997). The problem-based learning tutorial: Cultivating higher order thinking skills. Journal for the Education of the Gifted, 20, 4, pp.401-422. [EJ 553 976]
Peterson, M. (1997). Skills to enhance Problem-based Learning. Med Educ Online [serial online] 2, 3. Available http://www.Med-Ed-Online.org.
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Digest #163 is EDO-CS-01-04 and was published in October 2001 by the ERIC Clearinghouse on Reading, English and Communication, 2805 E 10th Street, Bloomington, IN 47408-2698, Telephone (812) 855-5847 or (800) 759-4723. ERIC Digests are in the public domain and may be freely reproduced. Additional copies may be ordered by contacting the ERIC Document Reproduction Service at (800) 443-3742.
This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-99-CO-0028. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
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